Meet-the-Parents Session Secondary February 2017

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1 Meet-the-Parents Session Secondary 1 10 February 2017

2 Opening Prayer

3 Parents Pledge

4 Meet-the-Parents Session Secondary 1 10 February 2017 Principal s Address

5 Embarking on a Journey of Change & Self- Discovery

6 A Year of Transition Embracing the responsibilities and expectations of being a teenager New classmates & environment Broadening & deepening of the curriculum Greater CCA involvement

7 Social, Emotional & Psychological Changes Searching for identity Who am I? Seeking more independence Heightened self-consciousness and sensitivity

8 Social, Emotional & Psychological Changes Emotional fluctuations Stronger interest in and greater influence by peers Questions authority and societal standards

9 Curriculum Focus at Secondary 1 Building a strong foundation to succeed in an uncertain world

10 Building Character & Resilience Nurturing Social & Emotional Competencies Knowing and managing self Building positive relationships VALUES Making informed and responsible choices Nurturing a strong sense of selfefficacy

11 Building Character & Resilience Nurturing Social & Emotional Competencies Ethos of a Catholic-mission, SAP school Customised character, citizenship and leadership curriculum Gratitude Moments St Nick s Gives Back Keep St Nicks Clean Leadership Devt Cultural Intelligence #Yes I Can! Values-in-Action ECG

12 A Dynamic & Future-Oriented Curriculum Deep mastery of knowledge and skills Critical thinking and sensemaking Inventive and transdisciplinary thinking Confident communicators Reflective and self-directed learners

13 A Dynamic & Future-Oriented Curriculum Opportunities for discovering and developing interests and strengths Platforms for talent development

14 A Dynamic & Future-Oriented Curriculum Students are expected to be active learners, partnering the teachers in co-constructing their learning: Inquiry, research and reflection Self-directed and collaborative learning Alternative assessments, projects and performance tasks

15 High Expectations Robust Curriculum Close Monitoring Strong Support

16 Making the Most of the St Nicks Experience

17 Making the Most of the St Nicks Experience Be a self-directed and active learner Be open to new experiences and challenges Be an active contributor Be resilient

18 Making the Most of the St Nicks Experience Make productive use of time Plan ahead Be organised Pay attention in class. Ask questions Remove dependence on model answers

19 Supporting Our Tweens

20 Supporting Our Tweens Support Help your child discover who she is (and not who we want her to be) Observe her strengths and interests Journey with her to fulfil her aspirations Don t compare Affirm Praise and affirm effort and behaviours Build her self-efficacy

21 Supporting Our Tweens Set Clear Boundaries Limit use of electronic devices Read more! Give space To resolve her own challenges To try, stumble and learn

22 Supporting Our Tweens Time and T.A.D. Spend quality and dedicated time with her Talk. Ask. Discuss.

23 School Parent Partnership

24 Work Closely & Constructively with the School Work with and support the teachers The school needs to look after the wellbeing of ALL students No such thing as unlimited resources Constraints in space, time, programmes

25 Work Closely & Constructively with the School School parent communications School mobile phone policy

26 Work Closely & Constructively with the School Reinforce the expectations at home Help us to nurture our girls to be responsible and self-disciplined Teachers need time and space to do their job well, and encouragement too! (To contact them before 7pm on weekdays) Join the PSG St Nicks)

27 Meet-the-Parents Session Secondary 1 10 February 2017 Vice-Principal s Talk

28 SECONDARY 1 CURRICULUM MATTERS (O LEVEL PROGRAMME)

29 RETHINKING THE FUTURE

30 FINDINGS ON SKILLS & EXPERIENCE FOR THE FUTURE Employers from across different sectors shared that it was increasingly important for potential hires to have skills which could be applied across sectors and different workplaces, such as empathy, grit, technological-savviness, resourcefulness, social intelligence and the ability to communicate effectively across cultures. Students from Singapore tend to have difficulty navigating ambiguity. You need to set them a goal without instructions on how to get there. Second, the ability to speak up. People remember how you contribute to a discussion, how you push strategic thinking. Our students don t seem to ask questions, don t seem to push conversations on how to make things better.

31

32 OUR FORWARD-LOOKING CURRICULUM CORE CURRICULUM Conceptual & Inter-disciplinary Thinking Handling Ambiguity Problem-solving Research Skills CO-CURRICULUM Computational Thinking Math Enrichment Life Sciences Enrichment Cultural Intelligence Speech Enrichment

33 RESEARCH & MENTORSHIP PROGRAMME SEC 1 SEC 2 SEC 3 SEC 4 Basic Research (Interdisciplinary Group Project) Collaboration, process and research skills Basic report writing Giving oral presentations Intermediate Research (Science Investigative Project) Literature review Disciplinary methodology Formal report writing (including abstract) Advanced Research External or school-based mentors for students selected for projects

34 TALENT DEVELOPMENT (TREFFINGER S LEVELS OF SERVICE)

35 TALENT DEVELOPMENT Examples of Level 1 Programmes Bilingual & Bicultural Programme Life Sciences Enrichment Mathematics Enrichment Examples of Level 4 Programmes Creative Arts Programme Humanities Talent Development Programme Music Elective Programme Science Mentorship Programme

36 LEADERSHIP PROGRAMME Based on John C. Maxwell s Leadership Model, it: Equips our students with specific skills to become better leaders through formal and on-the-job training Aspires to infuse the right attitudes and skills in our students, to ensure that they acquire the knowledge and dispositions that will help them face challenges of tomorrow

37 LEADERSHIP PROGRAMME Level 300 Leadership Training (Key Student Leaders) Level 200 Leadership Training (Student Leaders) Level 100 Leadership Training (All Students)

38 LEADERSHIP PROGRAMME Equip Formal training of leadership skills Enrichment for all, customised for specific levels Expose Self, class, CCA, VIA, school events Enact (& Evaluation) Assess leadership competencies

39 ASSESSMENT OVERVIEW Examinable Subjects English Chinese / Higher Chinese Mathematics Sciences (Bio, Chem, Phy) # History Geography Literature MEP* Third Language* *Where Applicable # Modular Non-Examinable Subjects Art Character & Citizenship Education Design & Technology General Music Physical Education

40 ASSESSMENT STRUCTURE & WEIGHTINGS CA1 CA2 EOY Exam 15% 30% 55% (Term 1) (Term 2) (Term 4) Refer to p.28 of Student Handbook for more details Absence from tests / examinations must be covered by a medical certificate valid for the period of absence, stating that student is unfit for examination

41 CA & EXAM INFORMATION

42 PROMOTION TO SECONDARY 2 Promotion to Secondary 2 is based on students overall performance derived from CAs and Year-End examinations Minimum attainment level: Pass EL Pass in overall % of all examinable subjects Refer to p.29 of Student Handbook for more details

43 INTEGRATED PROGRAMME Students who are keen on a more flexible curriculum can consider applying to join our IP at Year 3 in Admissions will open in May Information on application processes will be available on our school website.

44 INTEGRATED PROGRAMME Selection Criteria: Sec 1 & Sec 2 results Active participation in CCA & VIA Conduct grade Personal statement / essay Performance at interview

45 BEING PRESENT FOR KEY SCHOOL EVENTS School celebrations & events (e.g. CNY, Sports Carnival, National Day, etc.) Scheduled lessons and enrichment (e.g. workshops, learning journeys, post-exam programmes, etc.)

46 TIME MANAGEMENT & PRIORITIES Balance school work with other commitments Personal time for consolidation and reflection Be open to new experiences and learn from failure

47 IN CONCLUSION

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